Given the rising efforts to ensure all young children have equitable access to high-quality early childhood settings and systems (Children's Equity Project, 2020; DEC, 2020; NAEYC, 2019), it is essential for early care and education practitioners to examine how their perceptions and implicit biases may impact their teaching and consider how to actively center anti-racist practices. Implicit biases and institutionalized racism within the early care and education system can perpetuate a myth that some children are too young to learn about race. This impacts when practitioners begin to teach about race and ultimately promote and affirm positive racial identity. Often it is the adult's discomfort in talking about race and misunderstanding of what children know, see, and understand that contributes to underestimating children's ability to learn about racial identity. To truly make change, practitioners must be willing to acknowledge the harmful impacts of racism and ableism. Early care and education practitioners must be willing to recognize their role in upholding racist and ableist systems that promote inequity. Along with careful, ongoing reflection, practitioners can both critically examine their practices and intentionally engage in anti-racist education.